Article Sidebar

Submitted
October 24, 2020
Accepted
November 5, 2020
Published
November 5, 2020
Download
PDF
Statistic
Read Counter : 255 Download : 659

Main Article Content

Abstract

Model pembelajaran Flipped Classroom merupakan salah satu model pembelajaran yang sangat tergantung kepada teknologi. Saat ini teknologi memegang peranan penting dalam peningkatan kualitas siswa dalam proses pembelajaran. Hasil pelatihan ini menunjukkan bahwa para guru bahasa Inggris sangat antusias mengikuti pelatihan. Selain itu, para guru bahasa Inggris mendapatkan ilmu yang bermanfaat. Guru-guru dalam hal ini memegang peranan penting sebagai fasilitator dalam meningkatkan kualitas siswa, yaitu melatih siswa untuk mandiri dan siap bersaing di era dunia digital.

Keywords

Pelatihan flipped classroom literasi digital

Article Details

License
Lisensi Creative Commons
Ciptaan disebarluaskan di bawah Lisensi Creative Commons Atribusi-BerbagiSerupa 4.0 Internasional.
How to Cite
Irianti, L., Rachmawati, E., & Friatin, L. Y. (2020). PELATIHAN GURU-GURU BAHASA INGGRIS DALAM PENGGUNAAN FLIPPED CLASSROOM MODEL DI ERA LITERASI DIGITAL. Jurnal Inovasi Pengabdian Masyarakat Pendidikan, 1(1), 1–17. https://doi.org/10.33369/jurnalinovasi.v1i1.13219
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. Azwandi, A., Harahap, A., & Syafryadin, S. (2019). Penyuluhan dan pelatihan ict-enhanced teaching–learning sebagai model pengembangan profesional guru di kota Bengkulu. Jurnal Pengabdian Masyarakat Ilmu Terapan (JPMIT), 1(1).
  2. Afrilyasanti, R., Cahyono, Bambang, Y., Astuti., Utari, P. (2016). Effect of flipped classroom model on Indonesian EFL students’ writing ability across and individual differences in learning. International Journal of English Language and Linguistics Research, 4(5), 65–81. https://doi.org/10.1111/1365-2664.12754.
  3. Bergmann, J., & Sams, A. 2012. Flip your classroom: Reach every student in every class every day. International Society for Technology in Education. USA.
  4. Bishop, J., & Verleger, M. (2013). Testing the flipped classroom with model-eliciting activities and video lectures in a mid-level undergraduate engineering course. Proceedings - Frontiers in Education Conference, FIE, 161–163. https://doi.org/10.1109/FIE.2013.6684807.
  5. Bullock, S. (2011). Teaching 2.0: (Re)learning to teach online. Interactive Technology and Smart Education, 8(2), 94–105.
  6. Carrington, V. (2005). New textual landscapes, information and early literacy. In J. Marsh (ed.), Popular Culture, New Media and Digital Literacy in Early Childhood. London: RoutledgeFalmer.
  7. Drajati, N. A., Tan, L., Haryati, Sri., Rochsantiningsih., and Zainuri, H. (2018). Investigating English Language Teachers In Developing Tpack And Multimodal Literacy. Indonesian Journal of Applied Linguistics, Vol. 7 No. 3, January 2018, pp. 575-582.
  8. Hsieh, Jun Scot Chen; Wu, Wen-Chi Vivian; Marek, Michael W. (2016). Using the Flipped Classroom to Enhance EFL Learning. Article: Computer Assisted Learning. DOI:10.1080/09588221.2015.1111910. Research Gate Publication. 283014360.
  9. Hsieh, Betina. (2017). Step by step, Slowly I Fip. L. Santos Green et al. (eds.), The Flipped College Classroom, Educational Communications and Technology: Issues and Innovations, DOI 10.1007/978-3-319-41855-1_2.
  10. Hockly, N., & Dudeney, G. (2014). Going mobile: Teaching and learning with handheld devices. London, England: Delta Publishing.
  11. Kern, Robert. (2000). Literacy and Language Teaching. Oxford University. New York, USA.
  12. Kosnik, Clare; White, Simone; Beck, Clive; Marshal, Bethan; Goodwin, A. Lin; Murray, Jean. (Eds.),. (2016). Building Bridges, 3–16. Sense Publishers. Rotherdam.
  13. Maninun, C., & Kittichartchaowalit, K. (2017). Effects of Team-Based Learning in a Flipped Classroom With Enhancement of Language learning and, (1), 1–5.
  14. Mayer, R. E. (2003). Elements of a science of e-learning. Journal of Educational Computing Research, 29, 297-313.
  15. Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers CollegeRecord, 108(6), 1017–1054.
  16. Moreno, R. (2002). Who learns best with multiple representations? Cognitive implications for individual differences in multimedia learning. Paper presented at World Conference on Educational Multimedia, Hypermedia, Telecommunication, Denver.
  17. New Media Consortium. (2015). NMC Horizon Report: 2015 Higher Education Edition. Retrieved from http://cdn.nmc.org/media/ 2015-nmc-horizon-report-HE-EN.pdf
  18. Tazijan, F. N., Abdullah, C. H., Zainol, N., & Noor, S. M. (2017). Building Communication Skills through Flipped Classroom, 3(1), 142–147.